Transdisciplinary Collaboration Research Articles

Promoting transdisciplinary collaboration in academia: uniting for climate-resilient health

In a world where some regions are directly experiencing the effects of the climate change, while others are more vulnerable; this article dives into the deep and frequently catastrophic impact of the climate change on vulnerable countries. This review emphasizes the need for transdisciplinary academic collaboration, including social scientists, healthcare professionals, engineers, policy experts, and climate scientists, and underscores academia’s potential role in advancing climate-resilient health systems in these areas. The study promotes inclusive research that prioritizes at-risk groups, involves communities, and supports culturally sensible methodologies. Beyond their traditional tasks, academia has an obligation for action, learning, innovation, and change. To address the complex health concerns brought on by the planetary crisis, collaboration across academic fields and in tandem with communities, governments, and international organizations is crucial. Ongoing collaboration between academia, governments, and stakeholders is crucial to developing healthcare systems and technologies that are climate resilient. The complex role of academia involves developing pioneering solutions in healthcare for a sustainable future, advocating for policies based on evidence, and educating the next generation of professionals.

Education 4.0 framework for sustainable entrepreneurship through transdisciplinary and abductive thinking: a case study

The global challenges and problems that threaten sustainability and human well-being demand the provision of creative, innovative, and affordable solutions so that they are within the reach of different levels of society. From the point of view of Higher Education, this is a major challenge since it is responsible for training new generations with the competencies and knowledge that allow them to respond to contemporary challenges and problems. This study provides a framework to promote sustainable entrepreneurship through transdisciplinary and abductive thinking. This combination of approaches will allow students to identify, analyze, and understand contemporary problems and, through a systematized process based on the “design thinking” design model, propose creative, innovative, and affordable solutions that can be implemented through entrepreneurship mechanisms. The identified findings that will be presented in this work are (i) the relevance of the Education 4.0 model as a reference to promote transdisciplinarity in a current teaching-learning context, (ii) The relevance of “design for sustainable development” as a trigger for sustainable entrepreneurship, (iii) The formation of desirable competencies in the profile of the higher education student based on transdisciplinarity and abductive thinking within the active learning process, and (iv) quantitative and qualitative measurement that allows measuring acceptance and evaluation of the long-term sustainability of the solutions obtained. This work will present the implementation of the proposed framework through a case study. This case study allowed us to identify elements of the proposed reference framework. The case study will address the problem of water scarcity and pollution, describing initiatives to achieve ODS 6, where it explains how sustainable and visionary solutions can be forged through transdisciplinary collaboration and abductive thinking. The project named “STEAM-mural fountain” done by a transdisciplinary working team between academia-society-industry is described, which aims to make technological advances in water treatment and monitoring visible to society.

Geo-STEM learning ecosystems: A transdisciplinary theory-based framework to establish and engage communities in the geosciences

The geological sciences, technology, engineering, and mathematics (geo-STEM) have the capacity to investigate and address geological and environmental challenges. Many of these challenges (e.g., pollution, flooding, and slope failure) unjustly impact lower socio-economic communities in urban and rural settings where there is limited access to geo-STEM expertise. Geo-STEM learning ecosystems (GLEs) integrate geo-STEM and social science research paradigms to broaden civic engagement in the geosciences. GLEs are communities of practice consisting of geo-STEM professionals, educators, and learners who address local issues through place-based STEM research and education. The purpose of this study was to connect the concept of GLEs with the extant literature on learning ecosystems. We conducted a thematic review of the literature evaluating how the term “learning ecosystem” is used in psychology, educational technology, and STEM education research. We categorized the learning ecosystem components described in the literature in terms of inputs (e.g., motivation, software, learning environment), processes (e.g., cognition, device development, curriculum), and outputs (e.g., creativity, innovation, engagement). This approach revealed themes aligned with GLE-relevant research on communities of practice, and place-based and problem-based education, connecting GLEs to a century of existing research. To demonstrate how to use a GLE framework, we analyze the attributes of three existing programs through the GLE lens. Based on our findings, we recommend that to build GLEs geo-STEM researchers should: engage in transdisciplinary collaborations to develop local geo-STEM solutions, use the GLE framework to assess geoscience education and outreach programs, evaluate the role of place in efforts to engage diverse communities, and leverage other fields of inquiry to broaden our theoretical understanding of GLEs.

Collaborative convergence: finding the language for trans-disciplinary communication to occur

The proper study of communication from existing models opens the doors to scientific research that allows exploring language and coding as an integral part of effective communication to generate new models that include Trans-Disciplinary Collaboration. The authors analyze the communication factors to describe the application of Trans-Disciplinary Communication. This paper aims to define communication processes and their relationship with language, considering their impact on trans-disciplinary collaboration and innovation. After conducting a systematic literature review, the article explored the concepts of communication, functions, language, and Trans-Disciplinary Communication. This led to its application in the convergence research approach presented in the Collaborative Convergence Pyramid.

Co-creating Sustainability Science Communication Through Aesthetic Formats: This is What a Transdisciplinary Moment Looks Like

Sustainability science calls for new methodologies and collaborations that go beyond disciplinary boundaries. This points to a new role for sustainability science communication. Here, we explore how science communication can employ aesthetic formats (e.g., storytelling, performance, artistic installations) to promote transdisciplinary collaborations. We conducted a series of experiments in a master-level science communication course at the University of Copenhagen, engaging students, practitioners and researchers in experimental collaborations and qualitative data collection. Through thematic analysis of classroom observations and interviews, five elements of transdisciplinarity emerged: Acknowledgement of disciplinary identities, negotiation of diverse vocabularies, disruption of hierarchical structures, experience of novel insights and evident learning processes among participants. These moments challenged direct observation but became discernible through post hoc analysis. We suggest they constitute a sequence that together describes a transdisciplinary moment. We thus conclude that the aesthetic formats we employed were instrumental in disrupting conventional boundaries and enhancing collaboration across disciplines. However, we also acknowledge the complexities of achieving transdisciplinary moments and emphasize the importance of reflective practice.

Convergence Research and Training in Computational Bioengineering: A Case Study on AI/ML-Driven Biofilm–Material Interaction Discovery

AbstractHistorically, research disciplines have successfully operated independently. However, the emergence of transdisciplinary research has led to convergence methodologies, resulting in groundbreaking discoveries. Despite the benefits, graduate programs face challenges in implementing transdisciplinary research and preparing students for real-world collaboration across diverse disciplines and experience levels. We propose a convergence training framework integrating project-based learning, training modules, and collaborative teaming to address this. This approach, tested in a multi-institutional workshop, proved effective in bridging expertise gaps and fostering successful convergence learning experiences in computational biointerface (material–biology interface) research. Here, biointerface research focuses on control of biomolecular interactions with technologically relevant material surfaces, which is a critical component of biotechnology and engineering applications. Positive outcomes, including conference presentations and published models, endorse the framework's application in graduate curricula, particularly for students engaging in transdisciplinary collaboration.

Animal behaviour and welfare research: A One Health perspective

Animal behaviour and welfare research are part of a wider endeavour to optimize the health and wellbeing of humans, animals and ecosystems. As such, it is part of the One Health research agenda. This article applies ethical principles described by the One Health High Level Expert Panel to animal behaviour and welfare research. These principles entail that animal behaviour and welfare research should be valued equitably alongside other research in transdisciplinary and multisectoral collaboration. It should include and promote a multiplicity of marginalized voices, including those of animals, and it should apply and describe a harmonious balance between human—animal-environment interactions. Lastly, it should describe how humans need to change behaviour, adopt sustainable solutions and recognize the importance of animal welfare and the integrity of the whole ecosystem.

A case of transdisciplinarity and collaborative decision making: the co-construction of Gendered Food Product Profiles.

Crop breeding in sub-Saharan Africa has made considerable gains; however, postharvest and food-related preferences have been overlooked, in addition to how these preferences vary by gender, social difference and context. This context is changing as participatory approaches using intersectional gender and place-based methods are beginning to inform how breeding programmes make decisions. This article presents an innovative methodology to inclusively and democratically prioritise food quality traits of root, tuber and banana crops based on engagement with food systems actors and transdisciplinary collaboration. The outcome of the methodology is the Gendered Food Product Profile (GFPP) - a list of prioritised food quality characteristics - to support breeders to make more socially inclusive decisions on the methods for trait characterisation to select genotypes closer to the needs of food system actors. This article reviews application of the methodology in 14 GFPPs, presents illustrative case studies and lessons learned. Key lessons are that the transdisciplinary structure and the key role of social scientists helped avoid reductionism, supported co-learning, and the creation of GFPPs that represented the diverse interests of food system actors, particularly women, in situ. The method partially addressed power dynamics in multidisciplinary decision making; however, effectiveness was dependent on equitable team relations and supportive institutions committed to valuing plural forms of knowledge. Actions to address power asymmetries that privilege particular types of knowledge and voices in decision making are crucial in techno-science projects, along with opportunities for co-learning and long-term collaboration and a transdisciplinary structure at higher level. © 2024 The Authors. Journal of The Science of Food and Agriculture published by John Wiley & Sons Ltd on behalf of Society of Chemical Industry.

Large language models reveal big disparities in current wildfire research

Contemporary fire-human-climate nexus has led to a surge in publication numbers across diverse research disciplines beyond the capability of experts from a single discipline. Here, we employed a generalized large language model to capture the dynamics of wildfire research published between 1980 and 2022. More than 60,000 peer-reviewed papers were scanned and analyzed. Through integrating geographical metadata extracted by the artificial intelligence and satellite wildfire datasets, we found large disparities in geographic patterns and research themes. The hottest spot of wildfire research is western United States, accounting for 15% of publications but only 0.5% of global burnt area, while the world’s most widely burnt region, like Siberia and Africa are largely underrepresented by contemporary publications. Similar discrepancies are found between the fuel of wildfire and its ignition and climatic drivers, between socioeconomic development and wildfire mitigation, raising concerns on sustainable wildfire managements and calling for further artificial intelligence-aided transdisciplinary collaborations.

The Influence of STEAM Education on Students' Interest in Technology at Middle Schools in Indonesia

This research investigates the impact of STEAM (Science, Technology, Engineering, Arts, and Mathematics) education on student interest and technology integration in Indonesian secondary schools through a quantitative analysis. A sample of 250 students was surveyed, and data were analyzed using Structural Equation Modeling with Partial Least Squares (SEM-PLS). The results reveal significant relationships between STEAM education, student interest, and technology integration. The measurement model demonstrates robust reliability and validity, while discriminant validity is supported. The structural model indicates that STEAM education positively influences both student interest and technology integration, with student interest mediating the relationship between STEAM education and technology. The study provides practical implications for educational practices, emphasizing the importance of transdisciplinary collaboration and effective teaching strategies to enhance student interest and foster technology integration in secondary education.

Le cadre de l’alimentation dans les salles de classe des universités canadiennes

There are numerous “positivity” movements circulating such as sex positivity and body positivity that affect how sexuality and bodies are discussed, including in educational contexts. These movements have provided alternative discourses that challenge constructions of sexualities and bodies as “dangerous”, aberrant, or “other”. There is potential for “food positivity” to do the same given how food is frequently constructed as “risky”, reflecting anxieties about industrial food production and the impacts of “bad” food on human health, appearance, and the environment. Food practices, and the discourses that support them act as moral signifiers and can be exclusionary, exacerbating marginalization and inequities. Alternatively, food pedagogies can prioritize inclusion, diversity, and sustainable, resilient communities. How might the discourses that circulate in post-secondary food education construct and support positive relationships with food? Two major, and largely silo-ed, fields in Canadian higher education are Nutritional Sciences and Food Studies. Using publicly available syllabi (n=97) from undergraduate courses across Canada, this study investigated how food positivity is being enacted. In Nutritional Sciences, food positivity emphasizes nutritionism ideology whereby the composition and quantity of nutrients can add up to an (undefined) healthy diet. In Food Studies, food positivity is associated with local, equity-promoting, and culturally-sensitive approaches. In both fields, “food negativity” also appears in relation to “obesogenic” foods and systems, revealing an underlying fatphobia. Greater transdisciplinary collaboration with Fat Studies would benefit both fields in enacting a broader and more inclusive food positivity.

Trends in Burdens of Disease by Transmission Source (USA, 2005-2020) and Hazard Identification for Foods: Focus on Milkborne Disease.

Robust solutions to global, national, and regional burdens of communicable and non-communicable diseases, particularly related to diet, demand interdisciplinary or transdisciplinary collaborations to effectively inform risk analysis and policy decisions. U.S. outbreak data for 2005-2020 from all transmission sources were analyzed for trends in the burden of infectious disease and foodborne outbreaks. Outbreak data from 58 Microsoft Access® data tables were structured using systematic queries and pivot tables for analysis by transmission source, pathogen, and date. Trends were examined using graphical representations, smoothing splines, Spearman's rho rank correlations, and non-parametric testing for trend. Hazard Identification was conducted based on the number and severity of illnesses. The evidence does not support increasing trends in the burden of infectious foodborne disease, though strongly increasing trends were observed for other transmission sources. Morbidity and mortality were dominated by person-to-person transmission; foodborne and other transmission sources accounted for small portions of the disease burden. Foods representing the greatest hazards associated with the four major foodborne bacterial diseases were identified. Fatal foodborne disease was dominated by fruits, vegetables, peanut butter, and pasteurized dairy. The available evidence conflicts with assumptions of zero risk for pasteurized milk and increasing trends in the burden of illness for raw milk. For future evidence-based risk management, transdisciplinary risk analysis methodologies are essential to balance both communicable and non-communicable diseases and both food safety and food security, considering scientific, sustainable, economic, cultural, social, and political factors to support health and wellness for humans and ecosystems.

Priorities, opportunities, and challenges for integrating microorganisms into Earth system models for climate change prediction.

Climate change jeopardizes human health, global biodiversity, and sustainability of the biosphere. To make reliable predictions about climate change, scientists use Earth system models (ESMs) that integrate physical, chemical, and biological processes occurring on land, the oceans, and the atmosphere. Although critical for catalyzing coupled biogeochemical processes, microorganisms have traditionally been left out of ESMs. Here, we generate a "top 10" list of priorities, opportunities, and challenges for the explicit integration of microorganisms into ESMs. We discuss the need for coarse-graining microbial information into functionally relevant categories, as well as the capacity for microorganisms to rapidly evolve in response to climate-change drivers. Microbiologists are uniquely positioned to collect novel and valuable information necessary for next-generation ESMs, but this requires data harmonization and transdisciplinary collaboration to effectively guide adaptation strategies and mitigation policy.

Wildlife Conservation on Private Land: A Social-Ecological Systems Study

As human activity accelerates the global crisis facing wildlife populations, private land conservation provides an example of wildlife management challenges in social-ecological systems. This study reports on the research phase of ‘WildTracker’ - a co-created citizen science project, involving 160 landholders across three Tasmanian regions. This was a transdisciplinary collaboration between an environmental organisation, university researchers, and local landholders. Focusing on mammal and bird species, the project integrated diverse data types and technologies: social surveys, quantitative ecology, motion sensor cameras, acoustic recorders, and advanced machine-learning analytics. An iterative analytical methodology encompassed Pearson and point-biserial correlation for interrelationships, Non-Metric Multidimensional Scaling (NMDS) for clustering, and Random Forest machine learning for variable importance and prediction. Taken together, these analyses revealed complex relationships between wildlife populations and a suite of ecological, socio-economic, and land management variables. Both site-scale habitat characteristics and landscape-scale vegetation patterns were useful predictors of mammal and bird activity, but these relationships were different for mammals and birds. Four focal mammal species showed variation in their response to ecological and land management drivers. Unexpectedly, threatened species, such as the eastern quoll (Dasyurus viverrinus), favoured locations where habitat was substantially modified by human activities. The research provides actionable insights for landowners, and highlights the importance of ‘messy,’ ecologically heterogeneous, mixed agricultural landscapes for wildlife conservation. The identification of thresholds in habitat fragmentation reinforced the importance of collaboration across private landscapes. Participatory research models such as WildTracker can complement efforts to address the wicked problem of wildlife conservation in the Anthropocene.

Responding to the UN sustainability goals in transdisciplinary partnership through network action learning

AbstractThe global water crisis, an enormous concern according to the World Economic Forum, poses a significant challenge to long-term sustainability, exacerbated by the high energy demand associated with water supply and treatment. As the renewable energy sector grows, the need for green technologies to support the water-energy nexus becomes evident. However, mere technological advancements are insufficient to address complex water-related challenges. This paper presents a transdisciplinary collaborative effort involving engineers, geographers, management researchers, and environmentalists working with practitioners in a cross-border network. The study explores through action learning research how, in a transdisciplinary partnership, network action learning influences the exploration and implementation of novel green technology and the development of innovation capabilities. The research is structured around three themes: green technology platforms, policy support and guidance, and dissemination and collaboration. It identifies the factors impacting technology exploration and application and how concurrently green innovation capabilities are developed. The study emphasizes the significance of transdisciplinary collaboration and offers valuable insights into addressing UN Sustainability Goals related to clean water, sustainable industry, and partnerships. It contributes to innovation capability theory and provides practical guidance to researchers, practitioners, and policymakers, emphasizing the need for holistic approaches to address the water-energy crisis and achieve sustainable development.

Impacts beyond experimentation ‐ Conceptualising emergent impacts from long-term real-world laboratory processes

Real-world laboratories are settings for joint experimentation on sustainability challenges, through the transdisciplinary collaboration of diverse actor groups. By approaching a real-world laboratory from three perspectives, this paper uncovers the emergent impacts of a long-term collaborative process.Real-world laboratories have become a recognised research format for addressing sustainability challenges. In these transdisciplinary settings, actors from civil society, local government, and academia work together using a transdisciplinary research approach to jointly experiment and learn about sustainability transformations. While these labs are considered to have potential, their impact has not yet been fully measured. Therefore, in our paper we explore the case of the Zukunfts-stadt Lüneburg 2030+ process to uncover the impacts that this long-term effort has generated over the past eight years. By examining the process and its design features from three analytical perspectives, we identify emergent impacts in three dimensions: education, governance, and the lab as an actor for sustainability. Based on our case study, we suggest that real-world labs contribute to sustainability on a local level, beyond the intentional experiments, through impacts that emerge over the course of the joint operation of the lab.

Towards the intentional multifunctionality of urban green infrastructure: a paradox of choice?

Decades of research on multifunctional Green Infrastructure (GI) has yet to translate into holistic implementation in the built environment. This oversight stems from assumptions that many ecosystem services occur passively and thus potential synergies are overlooked during planning and design. This study offers specific guidance for coordinating GI planning, design, and construction by examining the current state of academic literature on these aspects. It identifies 15 GI elements (e.g., green roofs) and 15 objectives (e.g., biodiversity) to collectively consider before implementation. The literature tends to isolate discussions of “engineered” GI elements with water-related objectives, while more “natural” GI are linked to biodiversity and human well-being. Coordinating across GI objectives and elements remains imperative, but evaluating too many options risks a paradox of choice. This study recommends short-term adherence to principles of adaptive design and, in the long-term, reemphasizes multifunctionality assessments, inter and transdisciplinary collaboration, and political will.

From Promise to Practice: How Health Researchers Understand and Promote Transdisciplinary Collaboration.

There is an increasing emphasis on transdisciplinary research to address the complex challenges faced by health systems. However, research has not adequately explored how members of transdisciplinary research teams perceive, understand, and promote transdisciplinary collaboration. As such, there is a need to investigate collaborative behaviors, knowledge, and the impacts of transdisciplinary research. To address this gap, we conducted a longitudinal realist evaluation of transdisciplinary collaboration within a 5-year National Health and Medical Research Council-funded Center of Research Excellence in Transdisciplinary Frailty Research. The current study aimed to explore researchers' perceptions and promotion of transdisciplinary research specifically within the context of frailty research using qualitative methods. Participants described transdisciplinary research as a collaborative and integrative approach that involves individuals from various disciplines working together to tackle complex research problems. However, participants often used terms like interdisciplinary and multidisciplinary interchangeably, indicating that a shared understanding of transdisciplinary research is needed. Barriers to transdisciplinary collaboration included time constraints, geographical distance, and entrenched collaboration patterns. To overcome these challenges, participants suggested implementing strategies such as creating a shared vision and goals, establishing appropriate collaboration systems and structures, and role modeling collaborative behaviors, values, and attitudes. Our findings underscore the need for practical knowledge in developing transdisciplinary collaboration and leadership skills across different career stages. In the absence of formal training, sustained and immersive programs that connect researchers with peers, educators, and role models from various disciplines and provide experiential learning opportunities, may be valuable in fostering successful transdisciplinary collaboration.

Athlete Health and Human Performance Will Not Improve Without Transdisciplinary Collaboration and Data Sharing in Elite Sport.

There are two largely competing models for an athletics organization at both the collegiate and professional levels: the High Performance Model and the Medical Model. The High Performance Model arises from international Football perspective that places a "Performance Director" at the center of teams supporting the athletes. The Medical Model, supported by both the National Athletic Trainers Association and the NCAA, separates off medical staff (athletic trainers, physical therapists, and physicians, predominantly) and emphasizes the autonomy of medical decisions. The Medical Model has left clinicians in a "medical silo", limiting our ability to care for the individual athletes as holistic people and limits our wider impact in the field of athlete health and injury mitigation. We argue that Medical. Model is consistent with the High Performance Model only if we reject the notion that the "Performance Director" is an administrative person and instead conceptualize this as a "Health and Performance Information Hub" which facilitates transdisciplinary collaboration. This Commentary details how a data broker system can be used to accelerate transdisciplinary collaboration within an athletic organization, leading to better healthcare for athletes and improved team and individual performance. Furthermore, a transdisciplinary organization with data sharing is able to turn real-world data into real-world evidence, enhancing the care and performance of athletes locally as well as facilitating the creation of generalizable knowledge in the area of sports medicine and human performance.

From Intent to Impact: Enabling Transdisciplinary Research for Responsible Scientific Stewardship

Global challenges are complex and must be tackled in a holistic manner. Understanding and addressing them requires collaboration across disciplines, often uniting the humanities and social and natural sciences, to ask better questions and identify practical and revolutionary solutions. Universities can be excellent vehicles for transformational change as they educate the next generation of civically-motivated thinkers to create meaningful action and impact. Too often systemic, artificial barriers exist within these institutions that prevent meaningful transdisciplinary collaboration from succeeding. We recommend that universities identify grand challenges and foster a culture of cross-department collaboration with appropriate internal and external resources to enable broader impacts. Together, funders and institutional policymakers play a critical strategic role in fostering civic scientists and transdisciplinary researchers to solve multifaceted global problems.